Circular Pedagogy for Smart, Inclusive and Sustainable Education

Higher education institutions seem to be engaged in a reactive process when thinking about education for sustainable development, instead of being proactive. A every stage, educational models remain very limited to specific goals and agendas driven by the fad of the moment and without articulating a sustainable educational model that we argue should be uttered within the concepts of intercultural competencies, smart, inclusive, and sustainable education where learners engage on a circular learning process as captured by the circular pedagogy for higher education. If the academic community is serious about driving actions that help us to enact change and impact to develop a more sustainable conscious socio-economic and environmental global society, we need to rethink our education models and pedagogies so that they are attuned with the complexity of our evolving reality

A Circular Pedagogy for Higher Education

Over the last two decades, higher education has been subject to significant scrutiny due to increasing pressures to provide a meaningful and relevant learning experience to the student population, and by their strong connection to the functioning of the economic and political systems. By reflecting on the controversies surrounding pedagogy, this paper contributes to the current debate by exploring pedagogy as a circular process where learners grow and develop by taking different roles and identities as they navigate a research-informed learning continuum defined by growing levels of complexity and uncertainty. This study introduces a new pedagogical paradigm for adult education, inspired by the Humboldtian model for higher education and that we have coined as “circular pedagogy” where the role of the teacher, student and researcher are indissoluble

Third National Survey of Cardiac Rehabilitation Service Provision in Ireland: progress on the 1999 National Cardiovascular Health Strategy Recommendations

Background: The National Cardiovascular Health Strategy, including specific plans for cardiac rehabilitation, was launched in Ireland in 1999. A survey of cardiac rehabilitation services was conducted in 2006 to evaluate progress on service provision. Aim: To establish levels of service provision and service formats of cardiac rehabilitation services in 2005, compare them with the status pre-Strategy (1998) and to ascertain areas in which additional resources may be needed to achieve the 10 national recommendations for cardiac rehabilitation. Method: All hospitals in Ireland (n=37) admitting cardiac patients to a coronary or intensive care unit completed surveys by postal questionnaire or telephone follow-up. Results: All hospitals provided Phase I, 97% (36 hospitals) provided Phase II and 95% (35 hospitals) provided Phase III outpatient programmes. Forty–three percent (16 hospitals) provided a formal phase IV programme. Lack of staff (66%) and lack of available space (23%) were cited as the greatest barriers to programme development. Expanding the service to provide cardiac rehabilitation to other types of patient was deemed the most important area for development by 34% of centres. The development and provision of Phase III was prioritised by 39% while 18% prioritised the provision of Phase IV. Although professional input has increased substantially since 1998 (from a mean of 45.9 hours per week in 1998 to a mean of 135 hours per week in 2005, centres reported several concerns with staffing levels. Eleven cardiac rehabilitation centres were being run single-handedly by cardiac rehabilitation coordinators. There was also great variation in recommended multidisciplinary input across centres. Twenty-four centres had dedicated facilities with 10 sharing facilities. Thirty-one centres had an exercise area and 19 had a separate education area. Conclusions: There have been substantial achievements towards the Cardiovascular Health Strategy target of providing cardiac rehabilitation services for all relevant hospitals in Ireland over the past seven years. The next challenge is to ensure that all those who could benefit in each centre is provided with the opportunity to take part in all phases of Cardiac Rehabilitation

Circular Pedagogy to Advance the Integration of Learning Technologies: Supporting Technological Universities Cultural Transformation

European countries need active and proactive educational systems assisted by models that can drive a cultural transformation that supports sustainable socio-economic and environmental development. In this paper, we reflect on the future of European education. We offer some insights on how the foundations of a new educational model (ANEM) could be cemented and solidly supported by pillars that acknowledge our societies\u27 rich and diverse cultures. Furthermore, the European University of Technology\u27s (EUt+) future educational model is taken as a case study to enable us to reflect and analyse the need for novel pedagogies that drive change for a more sustainable socio-economic and environmentally friendly European society. European education faces significant challenges from the need to enable learning environments guided by equity, diversity, and inclusive frameworks for all categories. To make progress, it is essential that we first learn how new inclusive learning environments can be articulated to help us address our contemporary society\u27s learning needs and demands. We are conscious that education worldwide faces a stark and unpleasant reality as the students/learners\u27 learning experience is significantly impacted by social status and economic disparities. Students are often confronted with difficult situations involving racism, discrimination and exclusion that materialise in students suffering mistreatment and microaggressions in learning environments still blind to the biases forwarded through teaching practices. The richness of our European cultures and languages and their significance in helping us to work together are paramount in our quest for high-quality education that cultivates, promotes, and cherishes European educational values while welcoming other cultures and languages. Within the complexities of our global societies, we argue that the future of our educational system must enable and foster mechanisms that nurture behaviours that will help us address cultural conflict, clashes, and potential detachment. Cultural clashes emerge as a major challenge for the development of our future European University, and we need to be able to minimise potential problems associated with multicultural, plurilingual and diverse working and learning environments. We are conscious of the need to develop appropriate educational programmes and curricula guided by our novel Circular Pedagogy , where we provide an initial and evolving framework for students, teachers, and researchers to interchange their roles. We propose a learner-centred, dynamic, and proactive pedagogy that helps us to manage and navigate the inevitable cultural conflict and supports us in understanding and identifying the triggers that might arise due to cultural clashes and increasing levels of detachment

Enhancing Digital Capacity in Teaching and Learning in Irish Universities

The IUA-led project, Enhancing Digital Capacity in Teaching and Learning in Irish Universities, is a 3-year project involving all seven Irish universities. The aim is to enhance the digital attributes and educational experiences of Irish university students through enabling the mainstreamed and integrated use of digital technologies across the teaching and learning process. To achieve this, the project focuses on the professional development of all staff who teach or support learning. The project started in January 2019 and will run until the end of 2021. This paper describes the organisation of the project, which brings together academic leaders in each of the universities to provide oversight, as well as a project team with members embedded in each university context. The project activities in the first year are described, including the collection of data related to CPD opportunities to provide a baseline, and the launch of seven pilots across the university sector

The Australian longitudinal study of health and relationships

BackgroundEnsuring the sexual and reproductive health of the population is essential for the wellbeing of a nation. At least three aspects of sexual and reproductive health are among the key policy issues for present Australian governments: maintaining and increasing the birth rate; reducing the abortion rate; and preventing and controlling Chlamydia infections.The overall aim of the Australian Longitudinal Study of Health and Relationships is to document the natural history of the sexual and reproductive health of the Australian adult population.Methods/designA nationally representative sample of Australian adults 16&ndash;64 years of age was selected in a two-phase process in 2004&ndash;2005. Eligible households were identified through random digit dialling. We used separate sampling frames for men and women; where there was more than one eligible person in a household the participant was selected randomly. Participants completed a computer-assisted telephone interview that typically took approximately 25 minutes to complete. The response rate was 56%. A total of 8,656 people were interviewed, of whom 95% (8243) agreed to be contacted again 12 months later. Of those, approximately 82% have been re-contacted and re-interviewed in 2006&ndash;07 (Wave Two), with 99% of those agreeing to be contacted again for Wave Three.DiscussionALSHR represents a significant advance for research on the linked topics of sexual and reproductive health. Its strengths include the large sample size, the inclusion of men as well as women, and the wide age range of the participants.<br /

Bodyweight Perceptions among Texas Women: The Effects of Religion, Race/Ethnicity, and Citizenship Status

Despite previous work exploring linkages between religious participation and health, little research has looked at the role of religion in affecting bodyweight perceptions. Using the theoretical model developed by Levin et al. (Sociol Q 36(1):157–173, 1995) on the multidimensionality of religious participation, we develop several hypotheses and test them by using data from the 2004 Survey of Texas Adults. We estimate multinomial logistic regression models to determine the relative risk of women perceiving themselves as overweight. Results indicate that religious attendance lowers risk of women perceiving themselves as very overweight. Citizenship status was an important factor for Latinas, with noncitizens being less likely to see themselves as overweight. We also test interaction effects between religion and race. Religious attendance and prayer have a moderating effect among Latina non-citizens so that among these women, attendance and prayer intensify perceptions of feeling less overweight when compared to their white counterparts. Among African American women, the effect of increased church attendance leads to perceptions of being overweight. Prayer is also a correlate of overweight perceptions but only among African American women. We close with a discussion that highlights key implications from our findings, note study limitations, and several promising avenues for future research

cDNA Immunization of Mice with Human Thyroglobulin Generates Both Humoral and T Cell Responses: A Novel Model of Thyroid Autoimmunity

Thyroglobulin (Tg) represents one of the largest known self-antigens involved in autoimmunity. Numerous studies have implicated it in triggering and perpetuating the autoimmune response in autoimmune thyroid diseases (AITD). Indeed, traditional models of autoimmune thyroid disease, experimental autoimmune thyroiditis (EAT), are generated by immunizing mice with thyroglobulin protein in conjunction with an adjuvant, or by high repeated doses of Tg alone, without adjuvant. These extant models are limited in their experimental flexibility, i.e. the ability to make modifications to the Tg used in immunizations. In this study, we have immunized mice with a plasmid cDNA encoding the full-length human Tg (hTG) protein, in order to generate a model of Hashimoto's thyroiditis which is closer to the human disease and does not require adjuvants to breakdown tolerance. Human thyroglobulin cDNA was injected and subsequently electroporated into skeletal muscle using a square wave generator. Following hTg cDNA immunizations, the mice developed both B and T cell responses to Tg, albeit with no evidence of lymphocytic infiltration of the thyroid. This novel model will afford investigators the means to test various hypotheses which were unavailable with the previous EAT models, specifically the effects of hTg sequence variations on the induction of thyroiditis

Molecular dynamics simulations of non-equilibrium systems

Peer reviewe

SOSORT consensus paper: school screening for scoliosis. Where are we today?

This report is the SOSORT Consensus Paper on School Screening for Scoliosis discussed at the 4th International Conference on Conservative Management of Spinal Deformities, presented by SOSORT, on May 2007. The objectives were numerous, 1) the inclusion of the existing information on the issue, 2) the analysis and discussion of the responses by the meeting attendees to the twenty six questions of the questionnaire, 3) the impact of screening on frequency of surgical treatment and of its discontinuation, 4) the reasons why these programs must be continued, 5) the evolving aim of School Screening for Scoliosis and 6) recommendations for improvement of the procedure